Outdoor learning: primary pupils' experiences and teachers' interaction in outdoor learning

Article English OPEN
Humberstone, Barbara ; Stan, Ina (2011)
  • Publisher: Taylor & Francis
  • Related identifiers: doi: 10.1080/03004279.2010.487837
  • Subject:
    mesheuropmc: education | mental disorders
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations.
  • References (2)

    Davies, L. 1984. Pupil Power: Deviance and Gender in School. London: Falmer Press.

    Griffin, C. 1985. Typical Girls? Young Women from School to the Job Market. London: Routledge and Kegan Paul.

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